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Year a y2 long and short summer
 

Year a y2 long and short summer

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Year 2 Music project for Summer 2011

Year 2 Music project for Summer 2011

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    Year a y2 long and short summer Year a y2 long and short summer Presentation Transcript

    • Year 2 Music YEAR A Summer 2009 THE LONG AND SHORT OF IT
    • Learning Intention
      • To learn that music is made up of long and short sounds
      • To learn how to use our voices to make a variety of long and short sounds
    • Some sounds are short
      • Some sounds are short
      • Some sounds are long
      • Which sounds are on the card after this song?
      • Some sounds are short
      • Some sounds are long
      • These sounds were on the card after the song
    • Some sounds are short
      • 1
      • 2
      • 3
      • 4
      • 5
      • 6
      • 7
    • Some sounds are short
      • Sit in a circle and sing the song.
      • Pass around a bean bag
      • When the song stops, the person with the bag makes voice ( VOCAL ) sounds
      • You can use oooooo eeeeeee aaaaaa deeeee sooooo, pip dip pop, can you think of any others?
      • Which number were they performing?
    • Some sounds are short
      • 1
      • 2
      • 3
      • 4
      • 5
      • 6
      • 7
    • Dipidu
      • Good day, good day to you,
      • Good day, oh dipidu.
      • Good day, good day to you,
      • Good day, oh dipidu.
      • Dip, dip, dipidu
      • Dipidu oh dipidu
      • Dip, dip, dip, dip, dipidu
      • Dipidu oh dipidu
    • Dipidu
      • Which section of the song had the most long sounding words?
      • Which words in section 2 are the shortest?
      • What happens in the last bit of the second section?
    • Learn the song
      • Good day, good day to you,
      • Good day, oh dipidu.
      • Good day, good day to you,
      • Good day, oh dipidu.
      • Dip, dip, dipidu
      • Dipidu oh dipidu
      • Dip, dip, dip, dip, dipidu
      • Dipidu oh dipidu
    • Jackass wid him long tail
      • Jackass wid him long tail
      • Bag a coco comin down
      • Actions – stroke the long tail then tap.
    • Learning Outcomes
      • We’ve learned that music is made up of long and short sounds
      • We’ve used our voices to make a variety of long and short sounds
      • The word we use for long and short sounds is DURATION
    • Year 2 Music YEAR A Summer 2009 THE LONG AND SHORT OF IT 2
    • Learning Intention
      • how to make sounds of different duration on untuned percussion instruments
      • how to use instruments to create sequences of long and short sounds
    • Dipidu
      • Good day, good day to you,
      • Good day, oh dipidu.
      • Good day, good day to you,
      • Good day, oh dipidu.
      • Dip, dip, dipidu
      • Dipidu oh dipidu
      • Dip, dip, dip, dip, dipidu
      • Dipidu oh dipidu
    • Dipidu – clap on the beat
      • Good day, good day to you,
      • 
      • Good day, oh dipidu.
      • 
      • Good day, good day to you,
      • 
      • Good day, oh dipidu.
      • 
    • Dipidu – play on the beat
      • Choose an instrument that can make a LONG sound.
      • Good day, good day to you,
      • 
      • Good day, oh dipidu.
      • 
      • Good day, good day to you,
      • 
      • Good day, oh dipidu.
      • 
    • Dipidu – clap the RHYTHM
      • Dip, dip, dipidu
      • 
      • Dipidu oh dipidu
      •   
      • Dip, dip, dip, dip, dipidu
      •         
      • Dipidu oh dipidu
      •   
    • Dipidu – play the RHYTHM
      • Choose an instrument that can make a SHORT sound
      • Dip, dip, dipidu
      • 
      • Dipidu oh dipidu
      •   
      • Dip, dip, dip, dip, dipidu
      •         
      • Dipidu oh dipidu
      •   
    • Dipidu – perform the song with instruments
      • Choose an instrument that can make a LONG sound.
      • Good day, good day to you,
      • 
      • Good day, oh dipidu.
      • 
      • Good day, good day to you,
      • 
      • Good day, oh dipidu.
      • 
    • Dipidu – play the RHYTHM
      • Choose an instrument that can make a SHORT sound
      • Dip, dip, dipidu
      • 
      • Dipidu oh dipidu
      •   
      • Dip, dip, dip, dip, dipidu
      •         
      • Dipidu oh dipidu
      •   
    • Some sounds are short
      • Some sounds are short
      • Some sounds are long
      • Which sounds are on the card after this song?
      • Some sounds are short
      • Some sounds are long
      • These sounds were on the card after the song
    • Some sounds are short
      • 1
      • 2
      • 3
      • 4
      • 5
      • 6
      • 7
    • Instruments
      • Tambour
      • Cymbal
      • Woodblock
      • Chime Bar
      • (Rubber beater)
      • How can we make long and short sounds with each of these instruments?
    • Play the game with instruments
      • Some sounds are short
      • Some sounds are long
      • Which sounds are on the card after this song?
      • Some sounds are short
      • Some sounds are long
      • These sounds were on the card after the song
    • Some sounds are short
      • 1
      • 2
      • 3
      • 4
      • 5
      • 6
      • 7
    • Jackass wid him long tail
      • Jackass wid him long tail
      • Bag a coco comin down
      • Actions – stroke the long tail then tap.
      • Make the long and short sounds with instruments
    • Learning Outcomes
      • We’ve explored long and short sounds on classroom instruments
      • We’ve performed long and short sounds in response to symbols
      • We’ve used instruments to create sequences of long and short sounds
      • The word for long and short sounds - duration
    • Year 2 Music YEAR A Summer 2009 THE LONG AND SHORT OF IT 3
    • Learning Intention
      • To learn that music is made up of long and short sounds
      • ……(sounds of different duration )
      • To learn how to combine long and short sounds to fit in with a steady beat
    • Long Tail, Short Temper
      • Listen to this song – listen carefully to the words
      • Which word has the longest sound in it?
      • Listen again – make a long arc on the air for the long sound and clap for the short.
    • Long Tail, Short Temper
      • Listen again and notice the clip clop of the donkey’s hooves.
      • Are the sounds long or short?
      • Are the words in this section mostly long or short?
      • We’ll listen again and tap the clip clop on our knees.
    • Tingalayo
      • We’ll learn to sing the song –
      • Tingalayo, come little donkey come X 2
      • Me donkey eat, me donkey sleep,
      • Me donkey kick wid him two hind feet. X 2
      • Tingalayo, come little donkey come X 2
      • Me donkey walk, me donkey talk,
      • Me donkey eat wid a spoon and fork X 2
      • Tingalayo, come little donkey come X 2
      • Sing the long sounds smoothly and the short sounds snappily.
    • Tingalayo rhythms clip clop clip clop clip clop clip clop Tin -ga –lay---------------------o spoon and fork spoon and fork come lit - tle don - key come lit - tle don - key
    • Tingalayo rhythms
      • We’ll practise each rhythm
      • Half tap the clip clop beat, half tap a rhythm
      • All tap the clip clop beat, take it in turns to tap a rhythm on a woodblock (say the rhythm too)
    • Tingalayo rhythms clip clop clip clop clip clop clip clop Tin -ga –lay---------------------o spoon and fork spoon and fork come lit - tle don - key come lit - tle don - key
    • Learning Outcomes
      • We’ve identified long and short sounds in a piece of music
      • We’ve performed long and short sounds in response to symbols
      • The word for long and short sounds –
      • duration